Mini Unit

Mini Unit - Postcards from Peru
By: Chris Wells, Jordan Logan, and Julia Coyes
Overarching Question
At the end of the assignment, will students have used prior knowledge to make
connections to global citizenship, and in doing so, will they have they developed a
respect for diversity and perspectives in South American culture?
What is the importance of being able to understand other cultures from around the world?
Why is it important that we develop a respect for diversity and alternate perspectives?
What connections can we make to South American culture using our prior knowledge of
global citizenship?
Overview/ Rationale:
The focus for the mini unit is to connect the major ideas in multiple curricula (Spanish,
Social Studies) in a way that will allow the students to experience cultural diversity. The
3rd grade Social Studies Program of Studies outlines the general learning outcomes of
global citizenship and the understanding of other cultures from around the world. In this
case, we will specifically be focusing on the culture of Peru. The 4th grade Spanish
Language and Culture Program of Studies highlights global citizenship and the
understanding of diverse cultures from the Spanish speaking world as its general learning
outcome. This unit will expand the students understanding of diverse cultural traditions
found in the country of Peru, and use aspects of those traditions to express the emotions
that are connected. They will do this by applying their knowledge of the Spanish
language. This unit fits into the ideas of global citizenship that stand out in both the
Social Studies and Spanish Programs of Studies, as they both have multiple recurring
themes that overlap in both curricula.
The unit identifies and prioritizes the importance of creating global citizens and providing
the students with an understanding of other cultures, which is transferable to many
applications in life. The students will be able to realize the importance behind cultural
understanding, through their examination of the cultural tradition and reflection on the
emotions that they are able to connect with the experience. The unit will guide the
students to continuously reflect on the cultural differences identified in each lesson and
how this relates to their prior knowledge of cultural diversity. The key questions being
addressed will be: What is the importance of comparing other cultures to our own? How
might we use this understanding to expand our own understanding of culture and
community? Through this unit and its relevance to the Program of Studies, students will
be able to examine a Spanish-speaking culture and identify key aspects of their traditions,
while appreciating the significance of cultural differences.
Identified GLOs SLOs and Skills & Processes Within Multi-Lesson Assignment
Social Studies Curriculum
3.1 - General Outcome - Communities in the World
Students will demonstrate an understanding and appreciation of how geographic,
social, cultural and linguistic factors affect quality of life in communities in India,
Tunisia, Ukraine and Peru.
Specific Outcomes
Values and Attitudes
3.1.1 - Appreciate similarities and differences among people and communities:
Demonstrate an awareness of and interest in the beliefs, traditions and customs of

groups and communities other than their own (CC)
Knowledge and Understanding

3.1.2 - Examine the social, cultural and linguistic characteristics that affect quality of life
in communities in other parts of the world by exploring and reflecting upon the following
questions for inquiry:
What are the traditions, celebrations, stories and practices in the communities that
connect the people to the past and to each other (e.g., language spoken, traditions,
customs)? (CC, GC, TCC)
How is identity reflected in traditions, celebrations, stories and customs in the
communities? (CC, I, TCC)
How is cultural diversity expressed within each community? (CC, I)
3.2 - General Outcome - Global Citizenship
Students will demonstrate an understanding and appreciation of Canadas roles
and responsibilities in global citizenship in relation to communities in India,
Tunisia, Ukraine and Peru.
Specific Outcomes
Values and Attitudes
3.2.1 - Appreciate elements of global citizenship:
respect the equality of all human beings (C, GC, I)
Skills and Processes
Dimensions of Thinking
3.S.1 - Develop skills of critical thinking and creative thinking:
choose and justify a course of action
generate original ideas and strategies in individual and group activities
compare and contrast information from similar types of electronic sources, such
as information collected on the Internet
3.S.2 develop skills of historical thinking:
correctly apply terms related to time, including past, present, future
3.S.3 develop skills of geographic thinking:

use cardinal and intermediate directions to locate places on maps and globes
apply the concept of relative location to determine locations of people and places
3.S.4 demonstrate skills of decision making and problem solving:

support proposed ideas, strategies and options with facts and reasons
Social Participation as a Democratic Practice
3.S.5 demonstrate skills of cooperation, conflict resolution, and consensus building:
demonstrate cooperative behaviour to ensure that all members of the group have an
opportunity to participate
consider the needs and points of view of others
share information collected from electronic sources to add to a group task
Research for Deliberative Inquiry
3.S.7 - Apply the research process:
evaluate whether information supports an issue or a research question
develop questions that reflect a personal information need
follow a plan to complete an inquiry
access and retrieve appropriate information from electronic sources for a specific
inquiry
organize information from more than one source

process information from more than one source to retell what has been discovered
draw conclusions from organized information
Communication
3.S.8 - Demonstrate skills of oral, written and visual literacy:
organize and present information, such as written and oral reports, taking
particular audiences and purposes into consideration
listen to others in order to understand their points of view
interact with others in a socially appropriate manner
create visual images for particular audiences and purposes
use technology to support and present conclusions
3.S.9 - Develop skills of media literacy:
compare information on the same issue or topic from print media, television,
photographs and the Internet
identify key words from information gathered from a variety of media on a topic
or issue
Spanish Language Curriculum

Global Citizenship (GC)
GLO- Students will acquire the knowledge, skills and attitudes to be effective
global citizens.
1.1 a. participate in activities and experiences that reflect elements of the cultures
of the Spanish-speaking world.
1.3 a. recognize elements of the cultures of the Spanish speaking world in the
classroom.
1.4 a. experience diverse elements of the cultures of the Spanish-speaking world
Applications (A)
GLO- Students will use Spanish in a variety of situations and for a variety of
purposes.
2.1 b. express a personal response; e.g., respond to a song or story
2.2 a. respond to and express basic emotions and feelings
5.2 a. gather simple information from a variety of sources
5.2 b. organize items in different ways
5.4 a. listen attentively to the opinions expressed
5.4 b. respond sensitively to the ideas and creations of others
6.2 a. use the language creatively
Language Competence (LC)
GLO- Students will use Spanish effectively and competently
o 1.2 c. write some words of personal significance
o 1.3 a use a repertoire of words and phrases in familiar contexts, within a
variety of lexical fields
o 2.5 a. produce simple written words and phrases in guided situations
Performance Task Handout
Use these links to research your festival of choice:

Introduction to Festival Choice - http://goo.gl/9hhUSl
Festejo - Info: http://goo.gl/YqkTXb
Video: https://goo.gl/cO5vxL
Zamacueca - Info:http://goo.gl/ngXSDU
Video: https://goo.gl/OGTzYQ
The Diablada - Info: https://goo.gl/Y1Iuk
Video: https://goo.gl/c43M2f
The Danza de las tijeras - Info: http://goo.gl/YpT5Zw
Video: https://goo.gl/uZ9yCT
The Huaylarsh - Info: http://goo.gl/rpNXSr
Video: https://goo.gl/GyYQmM
Marinera - Info: http://goo.gl/0kgUZJ
Video: https://goo.gl/lZK7qL
The Huayno - Info: http://goo.gl/Ra0DQs
Video: https://goo.gl/DJm5hH
Use this word reference chart to choose your emotion

words:
Happy
Angry
Scared
Surprised
Feliz
Enojado
Miedo
Sorprendido
In Love
Confused
Worried
Excited
Amarado
Confundido
Procupado
Emocionado
What does my festival include?

While you are researching your festival there are many things you should be looking for! Try to
answer as many of these questions as you can to show just how much you know about it.
What is the name of my festival?
__________________________________________________________________________________________
What kind of music/instruments are being played?
__________________________________________________________________________________________
How does the music make you feel?
__________________________________________________________________________________________
Who is participating, and how many people are there?
__________________________________________________________________________________________
What are they wearing? Is it a costume? If so, what is something about it that you like/dislike?
__________________________________________________________________________________________
Does this look like any festivals that I know of? Why or Why not?
__________________________________________________________________________________________
How does this festival compare to the other cultures we have looked at in Spanish class?
__________________________________________________________________________________________
What words in Spanish do I know that describe what happens in the festival?
English:
Spanish:
___________________________________________ ___________________________________________
___________________________________________ ___________________________________________
What are some ideas of this festival that I would like to share with the class?
___________________________________________________________________________________________
__
Assessment Rubric
Student _______________________________________________________________________________
Criteria
Level
Reflect key ideas and

information about a
festival from research
(3.1.1.1, 3.1.2.4, 3.1.2.5,
3.S.8.1)
Select appropriate
visuals to inform and
engage others
(3.S.8.1, 3.S.8.4)
Use technology
effectively to research
(3.S.5.5, 3.S.7.5)
Translation
(A 2.1b,A 2.2a)
Excellent
Insightful
Appropriate
Limited
Insufficient
Key ideas are

extensive,
and
accurately
describe the
chosen event.
Key ideas are

insightful and
appropriately
describe
chosen event.
Key ideas are

appropriate
and relate to
chosen event.
Key ideas are

minimal and
unrelated to
chosen event.
Selects or
creates
visuals that
are vivid and
provide a
detailed
portrayal of
a tradition or
custom.
Selects or
creates visuals
that are
appealing and
provide an
accurate
portrayal of a
tradition or
custom.
Selects or
creates
visuals that
are generally
appropriate
and provide a
reasonable
portrayal of
a tradition or
custom.
Selects or
creates
simplistic
visuals and
provides
little or no
relation to a
tradition or
custom.
No score is
awarded
because there
is
insufficient
evidence of
student
performance
based on the
requirements
of the
assessment
task.
Accessed
and retrieved
extensive
information
from
electronic
sources
which
greatly adds
to group
task.
Accessed and
retrieved
insightful
information
from
electronic
sources which
supports
group task.
Accessed
and retrieved
appropriate
information
from
electronic
sources
which adds
to group
task.
Accessed
and retrieved
minimal
information
from
electronic
sources
which are
unrelated to
group task.
Extensive
use of
emotion
words that
are
successfully
translated to
Spanish.
Insightful use
of emotion
words that are
successfully
translated to
Spanish.
Appropriate
use of
emotion
words that
are
successfully
translated to
Spanish.
Minimal use
of emotion
words that
are
successfully
translated to
Spanish.
Personal Focus
(Students will choose one area that they want the teacher to focus on within their
assignment, see personal focus comments attached.)
My Postcard From Peru - Grade/Subject: Social Studies/Spanish

Lesson 1
Lesson Duration: 60 min
LESSON PLAN OBJECTIVES - Students will: (within this lesson)

By the end of the assignment
Students will apply their previous knowledge about South American culture and
language to introducing the topic of global citizenship
Students will use technology to research a cultural festival to examine the
cultural and social differences among communities within Peru and compared
them to their own.
Students will have begun to develop an appreciation for the difference between
culture and communities around the world
By the end of the lesson
Students will have identified and researched a Peruvian festival and begun to
identify key aspects related to its performance
Students will have begun to establish a better understanding of the use of
technology to research information from online sources
LEARNING RESOURCES CONSULTED
Alberta Assessment Consortium
Online Link - http://iberoamerican-universities.universia.net/en/peru/live/culture.html
Video reference - youtube.com
Alberta education program of study - Social studies grade 3 & Spanish grade 4
(introduced early).
MATERIALS/ EQUIPMENT/ SET UP
Video for class on smartboard

https://app.discoveryeducation.ca/learn/videos/85DFBA23-AEF4-4E59-9EA24BE9538E27D2
Provide students with task handout
Students will have access to the internet for the first lesson in order to conduct
research
Classroom will have access to printer in order to print out student photos that
are selected
Introduction to Festival Choice - http://iberoamericanuniversities.universia.net/en/peru/live/culture.html
Festejo- https://www.youtube.com/watch?v=S94QVmMn5Pc
o http://www.chilliandginger.com/content/view/169/119/
Zamacueca - https://www.youtube.com/watch?v=DdViv8rrvss
o http://goo.gl/ngXSDU
The Diablada- https://www.youtube.com/watch?v=gU5ekpHbKGA
o https://en.wikipedia.org/wiki/Diablada
The Danza de las tijeras - https://www.youtube.com/watch?v=ABq_81fP4Js
o http://goo.gl/YpT5Zw
The Huaylarsh - https://www.youtube.com/watch?v=fwpOcbWqye4
o http://goo.gl/rpNXSr
Marinera - https://www.youtube.com/watch?v=ezK2jikVETM
o http://www.musicaperuana.com/english/historia.htm
The Huayno - https://www.youtube.com/watch?v=MYA13y9eJbg
o http://traditionscustoms.com/music-and-dance/huayno
Pre-emptive Tasks for Teacher
Have video for introduction ready to watch on smartboard

Handouts printed off and stapled for students in class with extra teacher copy
Access to a computer lab or internet established for class use
Have access to printer resource for students to select and print one image each
PROCEDURE
Introduction (12 min.)
Begin with a class discussion and have the students contribute by brainstorming ideas
about global citizenship that they have learned thus far. (During this time put video up
on smartboard ready to play)
Prompting class discussion about personal connections to material
o Ask students about festivals they celebrate, that might be celebrated
around the world
o Reflect on visual aspects and how it makes them feel
o Identify/reflect on how people participate in festivals
o How do festivals reflect certain beliefs and values in a culture
Afterwards, students will watch the video regarding Elida and stop at key points while
the teacher will be providing further prompts for class discussion and analysis:
Where do you live (environment)? (0:00)
What are the sounds you hear when youre waking up? (1:45)
o What are the sounds Elida hears when she wakes up?
What do you do when you wake up? Do you have any chores? (2:20)
o What does Elida do when she wakes up? Does she have any chores?
How are you and Elida different? How are you and Elida the same?
After this discussion we will transition into the body of the lesson.
Body (40 min.)
Learning Activity #1: Task Handout (8 minutes)
Provide students with a handout of the performance task - student helper of the day
will do this while the teachers goes over points below.
Expectations for Learning and Behaviour: Ask students questions regarding
internet safety and proper use so they can reflect on behaviour before they
go online to research their festivals.
Assessment of Prior Knowledge: Refer to handout and cover the Spanish
language section that reflects their previous learning of language.
The teacher will read through and provide guidelines/expectations that are
associated with the assignment for day number 1
Learning Activity #2: Research and information gathering for festival (35 minutes)
The students will visit the main link provided and decide on a Peruvian
traditional dance.
After selecting a festival, students will visit the appropriate link provided that
reflects the tradition of their choice and provides a video for them to watch
Then students will research the main ideas behind the cultural tradition that the
have chosen, which is prompted in their handout.
Once finished researching, students will find and decide on a picture of the
festival they selected that they want to be printed off for the cover of their
postcard.
During this time the teacher will be supervising, as well as asking the students
questions to ensure that they are learning from their research.
o What festival are you researching?
o What is your favorite piece of information that you have found so far?
o What would you like to find out about your festival?
o Is there anything that you do not understand or that is causing you to
struggle that I could help you with?
Closure (5 min.)
The teacher will confirm that students have researched their topic and written
down key information they will use in the next class and that their picture is an
appropriate selection to be printed off.
Transition To Next Lesson: Teacher will remind students to take their handouts
and pictures to be put away for the next class where they will be using the
information they collected.
ASSESSMENTS
(Observations, Key Questions, Products/Performances)
Ongoing formative in relation to assignment completion

Did students.
o Provide evidence of connection...
to previous knowledge of language
to cultural festivals and impact on beliefs and values
o Identify key differences between ways of life in different culture and
community
o Effectively use technology to research their festival and gather
information
o Identify a photo that captures their festival accurately
Teacher establishes a performance task exit slip to assess student work and
information collection
Rationale: Ed Technology A
Scaffolding Lesson Plans
Lesson One
Lesson
Overview:
Description
Describe how communication

technology used in the lesson/s,
will promote student engagement
toward the identified learner
outcome(s). This should provide a
strong rationale for using
technology.
Lesson Outcome:
The lessons outcome is
correlated with the Spanish and
Social Studies GLOs in the
Program of Studies. The
students will develop an
understanding of other cultures
Within the lesson, students will be

able to access online articles that
are appropriate comprehension
levels and youtube videos to learn
about a festival of their choosing.
from a different part of the

world, and progress along the
characteristics of global
citizenship.
Lesson Description:
Students will participate in
group discussion to access prior
knowledge, and receive the
performance task handout in
order to be introduced to what
they will be doing in this and
upcoming lessons. They will
work independently to choose a
festival that they are interested
in as well as to research that
festival, writing out key points
as well as emotions surrounding
the festival. They will find a
photograph to use for their
performance task in order to
prepare for lesson two.
Instructional
Processes
In doing so, students are able to

quickly and easily learn about
another culture and learn about
online safety through an
introduction to online research.
The point of this lesson is to help
students gain a better use of
accessing online resources to be
used for research. It is aimed to be
used throughout the curriculum to
also match with Social Studies
Program of Study SLOs that focus
on using online data collected to be
used within group presentations.
Describe any potential downsides

to using this technology.
Description of what teacher is Downsides to using this technology
doing:
include:
The teacher should be
1. Students are engaged when
facilitating group discussion by
technology is involved,
asking questions that all
however students can often
students are capable of
be thrown off task if they
answering using their prior
have access to a variety of
knowledge.
computer programs. If the
They should be facilitating the
internet is being used, it is
video activity as well, ensuring
important to monitor the
that the students are answering
students to ensure that they
questions at specific pause
are keeping on task and not
points.
accessing other websites.
They should also be accurately
2. Search engines on
describing the performance task
computers now cover a
and what is expected of the
variety of topics. If a student
students in this particular lesson,
misspells when searching,
while laying out the
they may come across
expectations for the computer
inappropriate content, which
lab and how the students should
is another reason why
be behaving.
They should be supervising the
research process, engaging the
students in discussion about
what they are finding, and
making themselves available to
students who require help.
supervision is important.
3. Students are developing
writing skills, however not
all students will have typing
skills. They may require
assistance typing in order to
ensure that they reach the
websites efficiently.
4. Students may be inclined to
plagiarize by copying and
pasting their research onto
their summaries. Students
may find it difficult to be
concise in their findings,
however the values of using
good research techniques
should be enforced early.
Description of what students are doing:

Students will be participating in group discussion as well as watching
the video provided and using their knowledge of their own culture to
answer questions about the culture that they are viewing.
Students will ask questions when they are confused or do not
understand something, continuously checking for their own benefit as
well as the benefit of their classmates.
Students will use their computer time wisely and efficiently, ensuring
that they stick to the task at hand and preparing to answer any
questions the teacher may have for them.
Sequence of key questions:
What festivals do you celebrate that might be celebrated around the
world?
How do those festivals make you feel?
How do people participate in festivals?
How do festivals reflect certain beliefs and cultural values?
What festival are you researching?
What is your favourite piece of information that you have found so
far?
What would you like to find out about your festival?
Is there anything that you do not understand or that is causing you to

struggle that I could help you with?
Evidence of Lesson Components (opening,
closing, content, timeline)
Opening: consists of accessing knowledge from prior lessons through
group discussion in order to ease the students into the proper mindset
that will be required. Establishes the performance task and the tasks for
this particular lesson.
Closing: encompasses some of the objectives that are set out from the
beginning of the lesson both formative feedback to the student.
Includes an opportunity for all students to work independently and
make independent choices in terms of their task.
Content: the cross curricular content that is covered within the lesson
consists of attainable or understandable goals which students can then
apply to their work while still being challenged and building upon their
prior knowledge. The assignment includes both Social Studies and
Spanish curricula.
Timeline: is set out to be accomplished within the one hour lesson,
however the learning objectives from the lesson are applicable within
the students upcoming lessons and continued education allowing for
more time to develop a deeper understanding of their learning goals
Rationale: Assessment A
Lesson 1
Lesson
Overview:
Description
How does your lesson

scaffold to your
performance task?
What core
assessment
concepts inform
your design
choice?
Lesson Outcome:
correlated with the Spanish
and Social Studies GLOs in
the Program of Studies. The
Within lesson 1
students will be using
most of the
performance task
handout sheets in order
The design of
lesson 1 has a focus
on a formative
assessment that
teachers use

understanding of other
cultures from a different part
of the world, and progress
along the characteristics of
global citizenship.
Instruction
al
Processes
to gather information
from online sources.
The form of scaffolding
being used is primarily
in regards to the use of
key questions in order
to prompt class
Lesson Description:
discussion. While doing
Students will participate in
this teachers are able to
group discussion to access
formatively assess prior
prior knowledge, and receive knowledge of students
the performance task handout while also helping
in order to be introduced to
provide them with the
what they will be doing in
means to begin
this and upcoming lessons.
understanding the
They will work
purpose of the
independently to choose a
assignment, which is to
festival that they are
look at key cultural
interested in as well as to
differences through a
research that festival, writing ritual performance. The
out key points as well as
second part of
emotions surrounding the
scaffolding is allowing
festival. They will find a
students to access
photograph to use for their
online resources and
performance task in order to begin to gather and
prepare for lesson two.
interpret information.
While this is a lower
grade level the links
will be provided, the
handout does begin to
start the focus on how
students will assess
what parts of the data
may seem relevant to
the assignment, and
what is relevant to their
own feelings and
understanding.
throughout by
monitoring their
students prior
knowledge through
group questions in
the video first, and
monitoring them
while the access
online resources.
The basis is to use
the handouts that
are provided as a
form of scaffolding
while they prompt
key question
analysis and group
discussion in order
to facilitate the
learning process.
Another aspect of
assessment is the
need for students to
show their
summative work of
the day by having it
checked by the
teacher before they
are able to print off
the final part of
their work, in doing
so the teacher is
able to see where
some students excel
and where other
students struggle in
order to develop
better
understanding of
students skills and
abilities.
What formative
assessment techniques
will you be using?
What information
will you be collecting?
How does your use

of formative
assessment reflect
key assessment
concepts?
How will you use that

information?
Description of what
teacher is doing:
facilitating group discussion
by asking questions that all
students are capable of
answering using their prior
knowledge.
They should be facilitating
the video activity as well,
ensuring that the students are
answering questions at
specific pause points.
They should also be
accurately describing the
performance task and what is
expected of the students in
this particular lesson, while
laying out the expectations
for the computer lab and how
the students should be
behaving.
They should be supervising
the research process,
engaging the students in
discussion about what they
are finding, and making
themselves available to
students who require help.
The main use of

formative assessment
being used in the
beginning of lesson 1
relates to the use of
group discussion and
key question analysis.
Afterwards the next
would be simple
teacher monitoring and
support of using online
resources for student
development, during
this time teachers are
able to formatively
assess students ability
to collect data and
organize it according to
the guidelines provided
in the worksheet
handout, while also
looking for their own
critical assessments of
the information
provided to them. The
focus of information
collection for teachers
use here is based on the
students individual
ability to work on
Description of what
acquiring and analyzing
students are doing:
information that is
Students will be participating presented to them.
in group discussion as well
They are able to use
as watching the video
this to see if students
provided and using their
are meeting the SLOs
knowledge of their own
that are reflected in the
culture to answer questions
Social Studies Program
about the culture that they
of Study. It reflects
are viewing.
fairness, validity, and
Students will ask questions
reliability because
when they are confused or do students all have access
not understand something,
By starting with the

end in mind,
teachers are able to
guide student
learning in the first
lesson plan as the
information they
collect is necessary
to complete the
lesson. Students
have class
discussion and key
questions to inform
early thoughts
regarding the
assignment.
Afterwards they are
able to use the
performance task
handout to help
them to achieve
success, but without
doing the work for
them. The
information they
collect will be used
to help them to
present to their
peers. This helps
early on to provide
motivation and
goals for the
students process.
The use of
triangulation is a
key aspect in lesson
1, as teachers begin
with conversation,
move to
observation, and
finish with a
product.
continuously checking for

their own benefit as well as
the benefit of their
classmates.
Students will use their
computer time wisely and
efficiently, ensuring that they
stick to the task at hand and
preparing to answer any
questions the teacher may
have for them.
Sequence of key
questions:
-What festivals do you
celebrate that might be
celebrated around the world?
-How do those festivals
make you feel?
-How do people participate
in festivals?
-How do festivals reflect
certain beliefs and cultural
values?
- What festival are you
researching?
- What is your favourite
piece of information that you
have found so far?
- What would you like to find
out about your festival?
-Is there anything that you do
not understand or that is
causing you to struggle that I
could help you with?
Evidence of Lesson
Components
(opening, closing,
content, timeline)
Opening: consists of
accessing knowledge from
prior lessons through group
discussion in order to ease
the students into the proper
to the same information

and have a guide sheet
to inform their analysis.
The students self
assessment of their
learning is focused on
working independently
in order to use this
information in future
lessons and requires
that the work be
completed in class. The
evaluative teacher exit
slip of allowing them to
print their picture once
their information is
collected provides
motivation for students
and tells the teacher
how fast students are
able to complete the
assignment.
mindset that will be required.

Establishes the performance
task and the tasks for this
particular lesson.
Closing: encompasses some
of the objectives that are set
out from the beginning of the
lesson both formative
feedback to the student.
Includes an opportunity for
all students to work
independently and make
independent choices in terms
of their task.
Content: the cross curricular
content that is covered within
the lesson consists of
attainable or understandable
goals which students can
then apply to their work
while still being challenged
and building upon their prior
knowledge. The assignment
includes both Social Studies
and Spanish curricula.
Timeline: is set out to be
accomplished within the one
hour lesson, however the
learning objectives from the
lesson are applicable within
the students upcoming
lessons and continued
education allowing for more
time to develop a deeper
understanding of their
learning goals.
Lesson Plan 2
Lesson Duration: 60 min
LESSON PLAN OBJECTIVES - Students will:

them to their own.
By the end of the lesson
students will be able to identify 3-5 emotion words (from prior lessons) and
incorporate them into their cultural reflection.
students will be able to condense the information researched in lesson one and,
in their own words, describe their festival of choice.

Online Link - http://iberoamericanuniversities.universia.net/en/peru/live/culture.html
Previously collected knowledge and information from Lesson 1
(introduced early).
Students should have their photo printed off and information they recorded
from last class in order to complete lesson two effectively
Word reference list (first handout)
Poster board for postcards (extra provided)
Glue to adhere picture to postcard
Pre-emptive Tasks for Teacher
Teacher should have materials ready for students

o Glue and postcard cut outs prepared
Teacher should confirm that students have collected information and
photo from previous lesson in order to successfully administer lesson 2

PROCEDURE
Teacher will go over previous lesson and reconfirm the lesson plan goals to
students and then ask students to take out previous work from lesson 1 (Picture
and information collected)
Students will ensure that they have all materials necessary to complete the task
ahead
o Photo that was printed off
o Information collected from online research
o Personal (or table) glue for postcard
o Word reference list from handout
Body (45 minutes)
Learning Activity #1: (35 minutes)

Students will be asked to take out paper and begin to work on condensing their
information of the questions answered in lesson 1, into their own words.
Students will then be asked to reflect on how the festival dance made them feel
and write this down using the key emotion words on the handout.
o The teacher should remind students that they will be presenting their
information to a group of their peers, so they should make the
information they collected ready for a small presentation
o The teacher should make statements about the amount of time left so
that students will be ready to transfer to Learning Activity 2 effectively.
The teacher can use the strategy of steal two if they feel students are
struggling to complete their work and need slight assistance. This should
be applied only if there is an inability to finish answer their guide
questions as students will need to be formed into their jigsaw
specialized groups. (Groups of students that have focused on analyzing
the same festival)
o The teacher can also choose to only apply the use of steal 1 so that
students are only able to use one idea instead of two to inform their
analysis.
Learning Activity #2: (10 minutes)
After students will translate their emotion words into Spanish to reflect
previous knowledge of language skills
o The teacher will monitor students and provide help is requested
o However, students should be able to use their worksheet with minimal
help
Closure (10 minutes)
Students will finalize their summaries and gain confirmation from the teacher
that they have accomplished the task to receive their postcard paper.
Students will bring out their pictures and post card paper. The students will then
cut out their picture and paste it on their postcard in preparation and put away
the summary, reflection, and postcard for the next class.
ASSESSMENTS
Focus is based on ongoing formative assessment

o Students are able to identify key concepts and information and create
presentation of summative knowledge
o Teacher remains as guide on the side and support student development
Optional use of steal two strategy if students are struggling with
information consolidation and summarization
Performance task exit slip strategy as students must receive teacher
approval in order to cut out and glue picture to postcard given to them
Lesson 2
Lesson
Overview:
Description
How does your lesson

scaffold to your
performance task?
What core
assessment concepts
inform your design
choice?
Lesson Outcome:
correlated with the
Spanish and Social
Studies GLOs in the
cultures from a different
part of the world, and
Within lesson 2, the

focus is on being a
work period to allow
students to use their
information collected
in lesson 1 and analyze
and interpret so that
they are able to
complete their
assignment. While
The main concept in

lesson plan 2 is the
use of continuous
feedback and support
by the teacher being
readily available to
the class during their
work time. In doing
so, students are able
to work
progress along the

citizenship.
there are not as many

opportunities within
this lesson to establish
assessment, the teacher
Lesson Description:
should be using it to
Students will work
help support student
independently to condense learning and
their information and
development.
reflect on how the
The scaffolding in
festivals made them feel
lesson 2 is directly
using their word chart.
related to lesson 1 and
Students will
the performance task
independently translate
because of the need for
these emotions into
students to take the
Spanish, and then finalize time necessary to work
their summaries and
on their project in a
receive teacher feedback. space where the
They will paste the
teacher can offer
photograph from lesson
support, answer
one on their postcard
questions, or provide
paper in preparation for
prompts to further
lesson three.
analysis.
This relates to the
application of ongoing
formative assessment.
Instructiona
l Processes
Description of what
teacher is doing:
Teacher should be
supervising and checking
in with the students
repeatedly to ensure that
they are on the write track
and completing their task.
independently while
the teacher remains as
a guide on the side.
This creates the
positive learning
environment for the
teacher to relate to
Vygotskys zone of
proximal
development as they
only offer partial
support. In regards to
assessment concepts
by making targets
clear, students are
using information
gathered and applying
it to create a
summative paragraph.
Students are also able
to focus on the
flexible criterion that
has been
implemented into the
rubric so that they are
able to show an area
they feel they are
stronger in.
What formative
will you be using?
What information
will you be collecting?
How will you use that
information?
How does your use

of formative
assessment reflect
key assessment
concepts?
The main formative

assessment technique
being used is the
teachers support and
analysis of student
learning and
development.
Teachers also have the
The use of these

formative
assessments creates
the ability to using
triangulation again.
The teacher prompts
the focus for the
lesson through
They will assist in

translating the emotion
words when necessary,
and ensure that the
students have condensed
their information before
moving on to their next
task.
reminding the students of
their time limits, and
providing the students
with their postcard paper,
assisting any students who
may need help.
optional use of a steal

2(1) strategy if they
feel that students are
struggling to complete
their assignment and
need to offer different
levels of analysis and
support.
The last application of
a formative concept is
the use of an Exit slip
related to performance
feedback from the
teacher, as they must
confirm their work
being completed to
Description of what
receive their postcard
students are doing:
paper.
Students will be referring The purpose of
to the research that they
collecting all this
gained in lesson one,
information is so that
condensing the
the teacher is able to
information and remaining asses if students are
on task in order to format able to take the
a summary of their
information they have
information. They will ask collected in lesson 1 to
for help whenever
analyze and
necessary while trying
consolidate it for their
their best to complete
summative paragraph.
tasks on their own without This relates to the
assistance.
social studies program
Students will also be
of study SLOs and
referring to their prior
helps to establish a
knowledge of Spanish in
metacognitive
order to incorporate the
approach to student
language into their
learning, as they must
assignment, making sure
use critical thinking to
to show the teacher what
interpret he
they have done before
information and select
moving on to their next
key components. This
task.
information helps
Students will work
teachers to assess
efficiently to finalize their which students are
summary, and to complete better at metacognitive
the pasting of their
thinking, working
photograph to ensure that
discussion, is then
able to observe
students working, and
confirms that learning
has happened through
the exit slip
performance product.
Students are also able
to have some peer
reflection through the
use of the steal two
strategy in order to
help their analysis
and development of
their assignment;
while at the same
time the teacher is
able to formatively
assess if students
require more help to
complete their
assignment. Students
summative work and
language analysis
helps to provide
metacognitive
development, which
helps to establish
further self-reflection
and analysis for their
own assessment. The
use of multiple
feedback loops is key
to help students create
a polished assignment
throughout the lesson
and the teacher is also
there to support them.
This is seen through
the continuous
descriptive feedback
from teachers, the
ability for peer
feedback through the
steal 2 strategy, and
they will have full use of

the final work period.
Sequence of key
questions:
- How do we begin to
condense information?
- How do we determine
which information is
important to keep, and
which information is not
necessary for our
assignment?
- How do we put
information in our own
words?
- What might you find
difficult about this?
- How did the festival
make you feel?
- How can we reflect on
this and incorporate it into
our summary?
- What will our emotion
words be in Spanish?
- Is there anything you are
finding particularly
difficult that you might
need help with?
Evidence of Lesson
Components (opening,
closing, content,
timeline)
transitions from the first
lesson as students
immediately begin to
interpret their research
and to incorporate it into
their assignment. They are
refreshing their minds as
to what their particular
festival is, and easing
themselves back into a
working mindset.
individually, and are

able to apply previous
knowledge in a
summative analysis. It
is fair, valid, and
reliable in the
formation of a work
class so that the
students are using their
own self-motivation to
complete their work
and the teacher
receives confirmation
that learning has
occurred through their
performance task exit
slip.
the self-reflection
required as they prepare
to present their work in
the next class. This
lesson simply has a
focus on individual
student work in order to
complete their
assignment within
lesson 3.
Closing: encompasses
some of the objectives that
are set out from the
beginning of the lesson
with formative feedback
to the student. The teacher
tells them when they are
able to move on to the
next portion of the
assignment, and is
available for feedback
when students request it.
Content: the cross
curricular content that is
covered within the lesson
consists of attainable or
understandable goals
which students can then
apply to their work while
still being challenged and
building upon their prior
knowledge. The
assignment includes both
Social Studies and
Spanish curricula.
accomplished within the
one hour lesson, however
the learning objectives
from the lesson are
applicable within the
students upcoming
lessons and continued
education allowing for
more time to develop a
deeper understanding of
their learning goals.
Lesson Plan 3 Lesson Duration: 60 min
LESSON PLAN OBJECTIVES - Students will:

them to their own.
By the end of the lesson.
Students will create the final copy of their postcard by finalizing their
reflections and summaries, and then pasting it all together on the postcard.
Students will jigsaw in groups. First they will split off to discuss in specialized
groups regarding each festival, afterwards they will split into their varied
groups to expand knowledge and take turns presenting their festival to the
group.
Students will further their presentation skills by presenting their own research
to their fellow students. Students will then listen attentively as they further their
knowledge on Peruvian cultures.

Previously collected knowledge and information from Lesson 1 and 2
(introduced early)
Online Link - http://iberoamericanuniversities.universia.net/en/peru/live/culture.html
Students should have their picture pasted onto their postcard, summary, and
reflection prepared from lesson 2.
Word reference list
Scissors, glue and extra paper for constructing postcards.
Pre-determined groups to transition from construction of postcard to
presentations
PRE-EMPTIVE TASKS FOR TEACHER
Teacher will establish varied groups that place higher students with medium
skilled students, and lower level students with the medium level students.
o The groups will also include one festival or tradition group in each
group.
Teacher should confirm that all students are prepared to finish their postcards
and ready to move on to the presentation stage.
Teacher will establish material distribution and the necessary materials to

conduct the lesson.
PROCEDURE
Teacher will gather class attention by confirming that everyone is aware of the
task and that every student is setup for success.
Teacher will quickly remind students of behavioral expectations within the
students groups.
Teacher will go over constructive criticism and appropriate comments for
student feedback
Body (50 min.)
Learning Activity #1: Students will complete final copy for postcard (10 minutes)
Teacher will hand out supplies to students.
Students will then put together their postcards by adding their summaries, and
reflection to the already pasted picture on the poster paper.
Learning Activity #2: Students will work in Specialized groups (20 minutes)
During this time students will work in groups that are all of the same festival
The teacher should aim to keep students on task and remind them that they will
be sharing their information to their group in order to gain a better
understanding of their selected festival
The teacher should also monitor groups in order to confirm that all students are
participating and sharing
In order to confirm that students are on task the teacher should provide key
question to prompt further comprehension
o What are some common themes we are seeing in the traditions?
o What are key points from the tradition?
After, the teacher will ask students to take out a piece of paper in order
to write down two things positive and one thing they can work on about
other students presentations in the next learning activity. (sandwich
reflection)
Learning Activity #3: Students will work in Variety groups (20 minutes)
After students have shared with their specialized groups the teacher will place
them into their variety groups
o These groups will contain all different students who have chosen
different festivals to analyze
Students will take turns in presenting their individual festivals to their
peer groups and share their information in relation to their work
completed
The teacher should aim to ensure each student has time to present and
remind students again about proper presentation behavior
The teacher should remind students to write a positive comments and be
respectful while providing constructive feedback about each students

presentation in order to provide positive peer feedback
Closure (5 min.)
Students will finalize their postcards and wrap up their group reflections and
jigsaw activities.
Teacher will reflect on the unit with the students through the prompting
questions.
o What have we learned about Peru and its culture?
o Was creating a postcard a good way to view the tradition that you
chose?
o What are some similarities and differences from the Peruvian culture to
the cultures we find in Canada?
Teacher will have the students hand in their postcards and keep them to
go over and mark at the end of class
ASSESSMENTS
Teacher will be able to summatively assess students work and use the rubric
that has been provided to the class
Students will also provide positive peer feedback through sandwich strategy
that the teacher will screen and review to asses how students positively or
negatively presented their information to their peers
Formative assessment throughout the class through jigsaw strategy assessing
student behavior and ability to present/behave during group presentations
Lesson 3
Description
How does your

lesson scaffold to
your performance
task?
What core
assessment
concepts
inform your
design choice?
Lesson
Overview:
Lesson Outcome:
correlated with the
Spanish and Social
Studies GLOs in the
cultures from a different
part of the world, and
progress along the
citizenship.
Lesson Description:
Students will jigsaw in
groups. First they will
split off to discuss in
specialized groups
regarding each festival,
afterwards they will
split into their varied
groups to expand
knowledge and take
turns presenting their
festival to the group.
The application of
scaffolding has been
focused towards
lesson plan 3, which
looks at students
ability to use their
information collected
and summarized in
order to present to
their peers. The
performance task
handout has helped
guide learning in
order for them to use
their created postcard
and first present it to
their specialized
groups that will help
with peer reflection
and further analysis of
a similar aspect,
which also furthers
self-reflection. Then
students will use that
information to present
their festival.
Teachers will have
effectively stepped
back from the
learning process in
order to evaluate
students
performance, while
also having them
provide feedback
themselves.
The core concepts of

assessment that is
present here is the
application of the
teaching strategy
jigsaw in order to
allow students to
develop their learning
further through
specialization
knowledge and peer
presentations. The
main concept for
feedback is the
application of
multiple feedback
loops in order to show
student development
and establish further
metacognitive
development. By
beginning with the
end in mind also, the
teacher has focus
lesson 1 and 2 in
order to have students
present their learning
in lesson 3. They will
have followed
guidelines and the
provided rubric in
order to effectively
assessed themself,
and therefore be able
to assess their peers.
Students are
summatively assessed
in regards to their
handed in work of the
postcard assignment,
and have had the
rubric as a guideline
in order to create an
effective presentation
of their information.
They are not being
assessed on the
performance of the
information, just on
what they are handing
in. The performance
aspect is used as a
formative assessment
only. The teacher is also
able to locate an area
that the student feels
proud of/shows a
What formative
How does your
assessment
use of
techniques will you
formative
be using? What
assessment
information will you reflect key
be collecting? How
assessment
will you use that
concepts?
information?
Instructiona
l Processes
Description of what
teacher is doing:
Teacher should be
moving throughout the
class to provide support
to students/groups and
maintaining classroom
management.
The main formative

assessment technique
that will be used
within lesson 3 is the
application of the
jigsaw strategy in
order to show students
ability to present their
information summary
and ability to
They should have help
prompt students to share summarize this data to
provide to their peers.
their previous work
The teacher will be
within specialized
able to formatively
groups and establish
assess student
guidelines in order to
These formative
reflect the key
concepts of
showcasing students
learning process and
development through
the presentation of
their individual
knowledge in a
summative
presentation to their
peers. Throughout the
process of this
assignment the
facilitate learning
within these specialized
groups. After, they will
be able to monitor and
assess students work
and abilities through
their own presentation
of their learning to the
group.
Description of what
students are doing:
Students will be first
gaining a further
particular festival
through meeting with
the specialized group,
then they will have the
chance to present their
knowledge in small
groups to their varied
groups.
--Differentiation is seen
by providing a variation
of formats in which the
students are to perform
the task as it includes
visual, auditory, and
written components, all
playing an important
role in student learning
and motivation.
Sequence of key
questions:
- What were some
interesting facts about
the festival that you
researched, that stood
out to you?
- What are some
assumptions that you
might have about the
other festivals after
learning as they
monitor students
presentations, while
also receiving
feedback from
students peer
reflection that are
process through the
sandwich strategy,
where two positives
and 1 criticism are
presented to students
by their peers. This
provides students with
multiple forms of
assessment through
the flexible grouping
being made by the
teacher that provides
effective discussions
and displays evidence
of learning that
removes many forms
of bias from peer
groups. The
performance is an
ongoing formative
feedback that ties in
peer assessment so
that the teacher has an
idea of where the
students peers feel a
student is strong and
where they need to
have work. However,
this is not being
evaluated as part of
the assignment
criteria. This
information being
collected helps to
provide evidence of
students motivation
and self-efficacy
while also showing
application of
continuous
descriptive feedback
helps to create
multiple feedback
loops of collaborative
work, individual work
and self-reflection,
and peer-reflections.
All of this is by
planning with the end
in mind to have
students jigsaw a
presentation of their
selected festival
performance to show
their ability to
recognize cultural
differences and begin
to understand how
this constructs ideas
of identity formation.
The summative
assessment aspect
relates to the key
concept of planning
with the end in mind.
The focus for students
to create a single
document of their
work is worked
backwards through
the lesson plans.
Afterwards, this mini
unit can be used to
introduce key
concepts of the Social
Studies SLOs.
The use of
triangulation is
apparent through the
lessons and in within
lesson 3 the
conversations are
between students
hearing their name?

- How does your
tradition or festival
differentiate from the
others that you learned
about? Why might there
be these differences if
they take place within
the same country?
Evidence of Lesson
Components (opening,
closing, content,
timeline)
transitions from the first
and second learning by
bringing forward the
prior knowledge and
continuing with the
established
project/activity.
Closing: encompasses
all of the objectives that
are set out from the
beginning of the unit
with both formative and
summative feedback to
the student. As well as
an opportunity for all
students to reflect upon
their own work and
continue with the
knowledge they have
gained into later units or
lessons within their
education.
Content: the crosscurricular content that is
covered within the
lesson consists of
attainable or
understandable goals
which students can then
apply to their work
while still being
their own
metacognitive
capabilities to create a
presentation for their
peers, and showcase
their own abilities.
specialized groups, they

observe their peers
presentations in the
variety groups, and
afterwards they provide
feedback products in
their sandwich
reflections.
Students are involved
throughout the learning
process and thus, they
are owners of their own
learning process.
challenged and building

upon their prior
knowledge. The
assignment includes
both Social Studies and
Spanish curricula.
Timeline: is set out to
be accomplished within
the one hour lesson,
however the learning
objectives from the
lesson are applicable
within the students
continued education
allowing for more time
to develop a deeper
learning goals.
Rationale: Ed Psychology Defense

Lesson Plan #3
Lesson
Overview:
Description
Connections to Learning
Theories & Demonstration of
Attention to a Classroom
Structure and Climate
Lesson Outcome:
The lessons outcome is correlated
with the Spanish and Social
Studies GLOs in the Program of
Studies. The students will
develop an understanding of
other cultures from a different
part of the world, and progress
The theory of socialized learning is

developed by Bandura and
Vygotsky and is carried within our
overview through group work and
peer reflection. Scaffolding is
present within the overview as
each lesson builds towards an
ultimate objective, with each stage
along the characteristics of global requiring knowledge from the

citizenship.
prior. Complex cognitive processes
play a role through metacognition
Lesson Description:
as the students are continuously
Students will jigsaw in groups.
self-reflecting on their work, as
First they will split off to discuss well as reflecting on their peers
in specialized groups regarding
work. Eriksons fourth stage of
each festival, afterwards they will Psychosocial development plays a
split into their varied groups to
role as the students develop
expand knowledge and take turns stronger social skills through
presenting their festival to the
group discussion, collaboration,
group.
and interdependence.
Instructional Description of what teacher is
Processes
doing:
Teacher should be moving
throughout the class to provide
support to students/groups and
maintaining classroom
management.
The main teaching strategy that is

present throughout the lesson is
Jigsaw learning as each facet of the
task comes together to create one
body of knowledge as the students
learn the individual components.
Group discussion is the subteaching strategy as the lessons
transitions involve group
They should have help prompt
discussion and participation from
students to share their previous
all students as they share their
work within specialized groups
and establish guidelines in order knowledge holistically.
to facilitate learning within these The teacher is incorporating the
4th stage of Erikson's theory of
specialized groups. After, they
will be able to monitor and assess psychosocial development in a
way that is centered around the
students work and abilities
through their own presentation of childs desire to demonstrate
competency amongst their peers.
their learning to the group.
This intrinsic motivation will help
drive the students through their
group peer reflection and
discussions.
The teacher takes on a coach on
the side role by gaging the
conversation and collaboration and
helping to facilitate the level of
respect that the students give to
one another.
Description of what students
are doing:
Students will be first gaining a
further understanding of their
Students are actively participating

in both self and peer regulation
throughout the lesson. They are
able to successfully complete their
particular festival through

meeting with the specialized
group, then they will have the
chance to present their
knowledge in small groups to
their varied groups.
--Differentiation is seen by
providing a variation of formats
in which the students are to
perform the task as it includes
visual, auditory, and written
components, all playing an
important role in student learning
and motivation.
Sequence of key questions:

What were some interesting facts
about the festival that you
researched, that stood out to you?
What are some assumptions that
you might have about the other
festivals after hearing their
name?
How does your tradition or
festival differentiate from the
others that you learned about?
Why might there be these
differences if they take place
within the same country?
Evidence of Lesson
Components (opening, closing,
content, timeline)
Opening: consists of transitions
from the first and second learning
by bringing forward the prior
knowledge and continuing with
the established project/activity.
own portions without having to

fully rely on stronger members of
their group, while still being
respectful and participating in the
group work portions.
The teacher is incorporating
aspects of Kohlbergs thinking.
Without assuming that the students
are capable of making higher level
decisions, they are being guided
along every step of the way and
are able to receive help whenever
necessary. The teacher is also
helping to develop universal,
ethical people by teacher the class
about other cultures and allowing
them the independence to explore
them on their own (with some
guidance).
The sequencing of key questions in
this lesson are directly derived
from Vygotskys theory of
socialized learning and
scaffolding. The socialized
learning is present through the
group discussions. Scaffolding is
the driving variable behind the the
key questions as each question
comes into play at a point that
builds on the prior knowledge
from a previous point in both the
lesson and the unit.
The lessons effectiveness will

depend on the students ability to
reach the self-actualization level in
Maslows Hierarchy of needs.
When the student reaches this
point they will be able to
intrinsically motivate themselves
to achieve a higher level of
understanding in the lessons
Closing: encompasses all of the

objectives that are set out from
the beginning of the unit with
both formative and summative
feedback to the student. As well
as an opportunity for all students
to reflect upon their own work
and continue with the knowledge
they have gained into later units
or lessons within their education.
Content: the cross curricular
content that is covered within the
lesson consists of attainable or
understandable goals which
students can then apply to their
work while still being challenged
and building upon their prior
knowledge. The assignment
includes both Social Studies and
Spanish curricula.
material.
The level of skill required to
complete this task aligns with
Piaget's concrete level of operation
as the student is able to examine
concrete real life situations or
ideas. This also coincides with
Vygotskys idea that the students
can not accomplish a task that they
don't have the base of knowledge
or skills for. The students would
have been exposed to the material,
and task being asked to do through
their previous learning
experiences.

accomplished within the one
hour lesson, however the learning
objectives from the lesson are
applicable within the students
continued education allowing for
more time to develop a deeper
understanding of their learning
goals
C&I Rationale
Within the C&I portion of our mini unit we incorporated differentiation by having
two ESL students, who have an introductory level knowledge of the English
language. We have also incorporated one student with high level ADHD that
struggles with maintaining attention within class who continuously fidgets and
moves while in class.
Lesson 1
What is the Teacher doing and why?
The teacher should be facilitating group discussion by asking questions that all students
are capable of answering using their prior knowledge. During the video activity, they are
ensuring that students are answering questions at specific pause points. This aligns with a
more scholarly academic approach as the teacher delivers the necessary background
knowledge prior to conducting the activity.
The teacher will then engage the students in a group discussion using prompt questions
that guide them to reflect on the cultural differences that are immediately present. By
allowing the students to guide the discussion through the prompt questions the teacher is
allowing the students to express and build upon their own knowledge through group
discussion.
The teacher will then shift to describing the performance task and what is expected of the
students in this particular lesson, while laying out the expectations for the computer lab
and how the students should be behaving.
The teacher will supervise the research process, and make themselves available to
students who require help. This incorporation of student centered learning and teacher
supervision of the task is an example of both scholar academic and learner-centered
learning approaches as the teacher is facilitating the students more free flowing learning
processes.
What are the students doing?
Students will be participating in group discussion as well as watching the video provided
and using their knowledge of their own culture to answer questions about the culture that
they are viewing.
Students will ask questions when they are confused or do not understand something,
continuously checking for their own benefit as well as the benefit of their classmates.
Students will use their computer time wisely and efficiently, ensuring that they stick to
the task at hand and preparing to answer any questions the teacher may have for them.
Differentiation:
ESL - For ESL learners we have provided youtube links for analysis through a
video performance of a festival. In doing so, we are able to have a focus on the visual
aspects that are brought forward from the performance. As far as conducting research
within the festival aspects we will have some students that struggle with the information
use google translate in order to give them a base level of knowledge that they can take
and interpret into the English language. If students are comfortable, one part that would
be effective to bringing about their own culture and responses to share with their peers is
having them translate emotion words into their own language. This will help students
further their understanding of both English and Spanish emotion words. While possibly
not focusing too strongly on the Spanish translation for these students, the teacher can
focus on the ability to identify key words that are being translated by the ESL students.
ADHD - For the student who has severe ADHD the teacher will need to
continually monitor him and attempt to keep him on task. However, the student has been
introduced to the use of fidget toys within the classroom in order to help him and others
stay on task. The teacher will continue to watch and monitor that the student is not being
disruptive and that they are also remaining focused on learning process by calling on
them to answer some of the key questions provided. If the student is unable to focus or
becomes hyperactive to the point where they will become disruptive to other students
around them, the teacher can implement one of the many strategies that they have worked
on throughout the school year. One of the key ones is the use of the 5-point scale to
students are able to inform the teacher that they are becoming anxious and restless within
class and need to remove themselves from the classroom.
Taxonomic level
This lesson moves through multiple levels of Blooms Taxonomy within the different
portions of instruction as well as within this lessons aspects of the performance task. The
levels that it moves through include the remembering stage, the understanding stage, and
the applying stage. The lesson addresses the remembering stage by having students recall
and work with prior knowledge about global citizenship as well as about their own
cultures. They then use their prior knowledge in the understanding stage and applying
stage by determining how their culture is different from other cultures, and in what ways
the cultures are similar.
Student engagement
Student engagement is facilitated in this lesson by ensuring that students are involved in
discussion (answering questions, asking questions) and through the use of technology
(the video that they watch as a group, applying their understanding as they go, and the
use of computers to begin researching their different festivals). The students are also
engaged through the variety of choices that they are able to make in terms of what they
would like to research and do their assignment on.
Timeline and SMART objectives
The lesson plan timeline has allowed for sufficient time to give the students a brief
overview of the assignment, provide them with a direction for their research, and outline
the expectations of the assignment. With this timeline the teacher is able to sustain a
reasonable and attainable pace for the class to be conducted, while also achieving all the
objectives of the lesson.
The objectives of the lesson align with the SLOs of both the Spanish and Social Studies
program of studies, by also maintaining an attainable, time efficient, and relevant aspect
while the lesson is conducted. The measurability of the lesson is represented in the
students participation in the group discussion, and their understanding of the key
concepts presented in the video.
Lesson 2
The teacher should be supervising and checking in with the students repeatedly to ensure
that they are on the write track and completing their task. The teacher will assist in
translating the emotion words when necessary, and ensure that the students have
condensed their information before moving on to their next task.
The teacher should be reminding the students of their time limits, and providing the
students with their postcard paper, and assisting any students who may need help. By
allowing the students to work freely on their assignments, the teacher is assuming a
coach on the side role and focusing in on a learner-centered teaching approach that
allows the students to be in control of their own learning.
Students will be referring to the research that they gained in lesson one, condensing the
information and remaining on task in order to format a summary of their information.
The students will then write a brief reflection that incorporates emotions that are attached
to the tradition, leading to the translation of the English emotion words into Spanish.
They will ask for help whenever necessary while trying their best to complete tasks on
their own without assistance. Students will also be referring to their prior knowledge of
Spanish in order to incorporate the language into their assignment, making sure to show
the teacher what they have done before moving on to their next task. Students will work
efficiently to finalize their summary, and to complete the pasting of their photograph to
ensure that they will have full use of the final work period.
Differentiation:
ESL - Within lesson plan two, the ESL students will be able to take this lesson to
work on their assignments alongside other students within the class, this should have
minimal impact on their learning as the goal is to take the information they have collected
in lesson 1 and break it down in order to create a small summary paragraph. The teacher
should help them create a concise paragraph as necessary, and at the same time translate
sentence components that they are struggling with. The focus is that they are able to take
their information and present it. So if they are struggling the use of google translate may
be necessary, or only using keywords with their description. It is important that the
students are aware that they will be presenting their research in the 3rd lesson, despite a
possible urge to immediately withdraw themselves from the activity they can focus on
their presentation abilities, while also focusing on specific words or differences that they
identified.
ADHD - As the same within lesson plan 1, the student with severe ADHD will be
able to use their fidget toys in order to maintain their attention within the classroom, and
if necessary they can also implement the use of the 5-point scale in order to remove
themselves based on individual needs.
For the sake of redundancy, within this class the ADHD student will have a bad day and
seem to be unable to focus no matter what, they remain at a 5/red on the scale and feel
they are unable to complete the work. The teacher will move from using simple strategies
to asking if they need to go and work in another space in the school that is quieter and
easier to manage. They can also allow the student to make a choice between continuing to
work on their assignment in classtime, or having them finish it at home for homework as
long as the teacher contacts their parent to confirm this situation. Afterwards, the student
will be able to go to a prior established area where they can do activities that will help
them to calm down.
Taxonomic level
This lesson moves through multiple levels of Blooms Taxonomy as well, throughout the
performance task as well when students are independently working. The levels of
Blooms Taxonomy that it moves through are the understanding stage, the applying stage,
and the analyzing stage. The lesson addresses the understanding stage by having the
students reflect on their festival and understand how it made them feel and how it might
make other people or citizens of Peru feel. The lesson addresses the applying stage by
having the students apply their research and turn it into a summary, apply their emotions
in order to reflect on the research, and apply their prior knowledge of the Spanish
language to translate certain keywords in their summaries. The analyzing stage is taken
into account as the students analyze the research, what portions are important, and what
portions may not be crucial to their assignment.
Student engagement
Student engagement is facilitated in this lesson as the students are seated in their table
groups, independently working on their assignment. Although they are working
independently, they are able to ask group members for assistance, feedback on their ideas,
and they are able to quietly discuss the assignment with one another, sharing what they
are learning.
The lesson timeline has provided the teacher with clear expectations on how to introduce,
conduct, and close the work period. The time provided in the lesson is appropriate
according to the expectations, and can truly only be carried on through the teachers class
management skills as they transition from class/ group discussion into the work period.
The objectives for this lesson are fairly limited, and are restricted to the students being
able to conduct quality research based on their previously acquired skills, and the
teachers guidance. The student objectives for the lesson meet the expectations of the
SMART guideline, as long as the teacher is able to guide the students through the lesson
effectively.
Lesson 3
Teacher should be moving throughout the class to provide support to students/groups and
maintaining classroom management. They should have help prompt students to share
their previous work within specialized groups and establish guidelines in order to
facilitate learning within these specialized groups. After, they will be able to monitor and
assess students work and abilities through their own presentation of their learning to the
group. By the teacher taking on a facilitator of the group sharing/presentations and
student reflection, the teaching approach is learner-centered as the students conduct their
own presentations.
Students will be first gaining a further understanding of their particular festival through
meeting with the specialized group, then they will have the chance to present their
knowledge in small groups to their varied groups. The students will demonstrate their
presentation skills and cooperation abilities by conducting the group discussion/ sharing
of the different traditions. The students will then be responsible for submitting their
postcards for summative assessment by the teacher. This submission must follow predetermined guidelines of neatness, including their name, following the rubric
expectations, and ensuring all components are completed.
Differentiation:
ESL - This may be one of the harder classes for the ESL students to participate
within as they may struggle with their understanding of the English language and thus,
they may feel the need to remove themselves from the presentation aspect of the lesson.
One way that this is being addressed is by allowing time for the specialized group
discussion where they can work in small groups to gain a further knowledge of something
that they have been studying, and in doing so they can connect some aspects of
description to their own understanding. They will be able to focus on the visual aspects of
the presentation and the teacher can help by giving them prompts to gain a further
understanding. However, this is not what is being assessed and therefore the
understanding that is required through group presentation needs to be only minimal. The
ESL students presentation may also not be as thorough, however it does provide an
alternate cultural lens in which someone may view a performance and this will help the
rest of the class gain a further understanding of cultural differences, while also providing
a student with further opportunities to practice and develop their understanding of the
English language.
ADHD - As the same within prior lessons, the student with severe ADHD will be
able to use their fidget toys in order to maintain their attention within the classroom, and
if necessary they can also implement the use of the 5-point scale in order to remove
themselves based on individual needs. However, since this is a class dedicated to group
presentation they will be able to move more throughout the lesson, while also being able
to participate and ask questions. It will be the teachers job to monitor their involvement
and make sure that if they become too excited and thus, disruptive they will be able to
implement proper strategies for behavior management.
Taxonomic level
This lesson also moves through multiple levels of Blooms Taxonomy in terms of the
performance task. The levels of Blooms Taxonomy that the lesson moves through are the
applying stage, evaluating stage and the creating stage. The lesson addresses the applying
stage by having the students apply the knowledge that they have gained throughout their
assignment and share it with peer groups. The lesson addresses the evaluating stage as the
students are evaluating themselves in terms of their peers work and what they could do
in their own assignments to improve their work. The lesson also addresses the creating
stage as the students have been building their creations throughout the three lessons and
are finalizing their postcards.
Student engagement
Student engagement is facilitated in this lesson as students work repeatedly in groups to
share information and learn new ideas as well as learn about a festival other than the one
that they have been researching and writing about. The students continue to be engaged
throughout Jigsaw activities.
The lesson timeline has been implemented in order to provide students adequate time to
finish their final copy of their assignment first, if they are unable to do so, they can also
work to finish it during their specialized groups that focus on creating a better level of
their festivals comprehension. After they are given the two group sessions to first develop
a deeper level of knowledge for their individual presentation, and secondarily to present
that deep knowledge to a group of their peers. The last group presentation aspect of the
lesson focuses on presentation skills and creates a level of motivation for students to
complete their work in order to be fairly and properly assessed by their peers.
IndividualReflection
Thisminiunithashelpedconsolidateandapplicationofmultiplelearningtheories
developedthroughouttheclassroomportionPS1bycreatingaformalizeddocument
whereIwasabletoincorporateallthedifferentaspectsintoanextensivepresentationof
myowndevelopment.Myowntheoryofteachingandlearninghasbeenshapedthrough
thedifferentmodulesindifferentwaysandeachonehashelpeddevelopitfurther
throughcrosscurriculaapplications.Ifoundthatthethreemainmodulesthathelpedme
dothiswereevaluation,curriculumandinstruction,andpsychology.Thesethreeareasall
workedintandemwithoneanothertoestablishaprofounddifferenceinmypedagogy.
Withinassessmenttheapplicationofongoingformativeassessmentthroughdescriptive
feedbackloopshasbeenoneofthekeyaspectsthatcanbeappliedtoallmodules.The
needforongoingdiscussionandassessmenthelpstocreatevalid,reliable,andfair
assessmentpracticesandbyusingthesethreeaspectswiththeendinmind,thecreation
oflessonsbecamemuchmorefocusedandattainable.Anotheraspectthatassessment
changedformeistheapplicationofgivingstudentsazero,atthestartofthesemesterI
believedthistobeok;butnowIunderstandthatthepointofassessmentisnottoattacha
gradetoastudent,butratheritistoevaluateastudentslearningprocessand
development.Throughthecreationofassessmentpracticesandstrategies,theapplication
ofC&Iideologiesbecomesmucheasiertoachieveaswell.Byrelatingtodifferent
aspectsoftheprogramofstudyandachievingSMARTobjectivesinlessonplan
formationteacherscanbeeffectiveinpromotingstudentlearning.Indoingso,thisalso
looksatdifferentlearnerneedsandrequirementsbyincorporatingmultiplestrategiesin
ordertoapplydifferentiationintothelessonplan.Thishelpstotakeintothelearners
considerationsbyestablishingmultipleprocessestoachievestudentlearningand
developmentwithintheclassroom.AtthebeginningoftheC&Imodulewelookedat
howideologiesshapedtheteachingprocessandbecameawareoftheefficacyofthe
differentideologies.Thisshapesthewayinwhichteachersmayachievemeeting
differentstudentsneedsandconsiderationswithintheinstructionaspect.Theneedto
understandthesedifferentaspectsrelatestothepsychologymoduleandhowteachers
needtounderstandthepsychologicaldevelopmentforstudentscognitiveandbehavioral
needs,sothatthroughdifferentiationstrategiesandpracticesteachersareableto
successfullyfosterstudentlearninganddevelopment.Anotheraspectthatgreatly
influencedmypedagogyisthetheoristsVygotskyandhisconceptsofsociallearningand
thezoneofproximaldevelopment.ByusingthistheoryinmypraxisIfeelstudentsare
abletolearnmoreeffectivelyandteachingcanbecomemoreeffectiveasteachers
establishapositivelearningenvironmentthroughproperapplicationsofassessmentand
curriculuminstruction.
Anaspectthathelpedmeaswellwastheapplicationoftechnologyintheclassroomand
understandingthatIneedtoworkonincorporatingthisaspectmoreeffectivelyinorder
tohelpstudentsinanewerdigitalage,whilealsonotfallingbehindmyself.
Toconclude,thisminiunithashelpedmerealizejusthowmuchmustgointothe
formationofalessonplan.WhileinthefutureImaynotcreateoneasextensive,this
servesasaremindertoacknowledgethedifferentaspectsthatmustbetacitregardlessof
thelessoninordertocreateaneffectiveplanforstudentlearning,whilealsofurthering
myownlearningatthesametime.

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Mini Unit - Postcards from Peru

By: Chris Wells, Jordan Logan, and Julia Coyes

Demonstrate an awareness of and interest in the beliefs, traditions and customs of

Knowledge and Understanding

generate original ideas and strategies in individual and group activities

3.S.3 develop skills of geographic thinking:

3.S.4 demonstrate skills of decision making and problem solving:

organize information from more than one source

Spanish Language Curriculum

Performance Task Handout

Use these links to research your festival of choice:

The Diablada - Info: https://goo.gl/Y1Iuk

The Danza de las tijeras - Info: http://goo.gl/YpT5Zw

The Huaylarsh - Info: http://goo.gl/rpNXSr

Marinera - Info: http://goo.gl/0kgUZJ

The Huayno - Info: http://goo.gl/Ra0DQs

Use this word reference chart to choose your emotion

What does my festival include?

Reflect key ideas and

Key ideas are

Key ideas are

Key ideas are

Key ideas are

assignment, see personal focus comments attached.)

My Postcard From Peru - Grade/Subject: Social Studies/Spanish

Lesson Duration: 60 min

LESSON PLAN OBJECTIVES - Students will: (within this lesson)

Video for class on smartboard

Have video for introduction ready to watch on smartboard

Ongoing formative in relation to assignment completion

Describe how communication

Within the lesson, students will be

from a different part of the

In doing so, students are able to

Describe any potential downsides

Description of what students are doing:

Is there anything that you do not understand or that is causing you to

How does your lesson

students will develop an

How does your use

How will you use that

The main use of

By starting with the

continuously checking for

to the same information

mindset that will be required.

Lesson Duration: 60 min

LESSON PLAN OBJECTIVES - Students will:

Alberta Assessment Consortium

Teacher should have materials ready for students

photo from previous lesson in order to successfully administer lesson 2

Learning Activity #1: (35 minutes)

Focus is based on ongoing formative assessment

How does your lesson

Within lesson 2, the

The main concept in

progress along the